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LIBRARY OF CONGRESS – PATHWAYS
PLEDGE OF ALLEGIANCE LESSON MODULE
CHELSEA STEIL, BECKI ODEEN, HOLLY HENDERSON, KELSEY AMBROSY,
JESSICA GRAVERT
University of Northern Iowa
College of Education
Cedar Falls IA
Title:
“I pledge allegiance to the flag…” Using Primary Sources to Discover the Pledge of Allegiance
Theme: American Identity
Historical Period: Post War United States – 1945-Present
Lesson Module Overview: Students will actively learn about the Pledge of Allegiance and
United States flag through inquiry-based lessons about history and symbolism. Student learning
will be supplemented with Library of Congress images and appropriate children’s literature
provided by the teacher. Through a variety of activities students will become immersed in the
meaning and origins of the Pledge of Allegiance, the United States flag, and related United
States symbols.
Grade Range: Intermediate (2nd - 3rd)
TABLE OF CONTENTS
LESSON MODULE DAY 1
Title: Origin of the Pledge
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LESSON MODULE DAY 2
Title: Meaning of the Pledge
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LESSON MODULE DAY 3
Title: The United States Flag
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LESSON MODULE DAY 4
Title: United States Symbols
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APPENDIX I: Images and Graphic Materials from the Library of Congress
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APPENDIX II: Bibliography and Webliography of Resources for Teachers and Students 27
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LESSON MODULE
DAY 1
Title: Origin of the Pledge of Allegiance
Learning Goals:
Knowledge
 Students will understand the history of the Pledge of Allegiance
 Students will understand the key people involved with the Pledge of Allegiance
 Students will be able to use their background knowledge to answer questions related to
the Pledge of Allegiance
 Students will gain new knowledge about the Pledge of Allegiance
Skills
 Students will participate in playing a modified version of Candyland centered on the
origin of the Pledge of Allegiance.
 Students will create a flag that shows all the key information they have learned about the
origin of the Pledge of Allegiance.
Dispositions
 Students will be able show their own understanding of the Pledge of Allegiance.
 Students will engage themselves in cooperative learning as they share and learn from
each other.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Culture: Social studies programs should include experiences that provide for the study of
culture and cultural diversity.
Time, Continuity, & Change: Social studies programs should include experiences that provide
for the study of the past and its legacy.
Power, Authority, & Governance: Social studies programs should include experiences that
provide for the study of how people create, interact with, and change structures of power,
authority, and governance.
Civic Ideals & Practices: Social studies programs should include experiences that provide for
the study of the ideals, principles, and practices of a democratic republic.
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Materials Needed:
 Candyland board game
 Paper
 Pencil
 Markers
 United States flag poster
 Copy of The Pledge of Allegiance by Marc Tyler Nobleman
Lesson Procedures:
Introduction:
1. Have the students come to the carpet and ask them Where do you think the Pledge of
Allegiance came from? Discuss some of the different student’s answers.
2. Read the book The Pledge of Allegiance by Marc Tyler Nobleman. Highlight the key
facts about where the pledge came from and what you are supposed to do during the
Pledge of Allegiance. Before reading, ask the students what they all know about the
Pledge of Allegiance and what we do while saying the Pledge of Allegiance. After
reading the book share with the students the Library of Congress images 1 and 2 ask the
students if they can tell you what the image is about and what the people are doing in it.
Also see if the students know why you do certain things while saying the Pledge of
Allegiance. Also make sure students understand that it is important for individuals who
are wearing hats to remove their hat while reciting the Pledge of Allegiance. Next show
image 3 to the students so they can see what Francis Bellamy, the creator of the Pledge of
Allegiance looked like. Before telling the students who he is, see if they know who he
is. Image 4 also gives the students and idea of what the Pledge of Allegiance looked like
when he wrote it.
3. Tell the class they will be playing Candyland today that is adapted with questions relating
to the origin of the Pledge of Allegiance and what we do during the Pledge of Allegiance.
Development:
1. Divide the students into 4 groups of 4. Give each group the game Candy Land. Explain to
the students they are not to open the game until the directions are done being given.
2. Tell the students that each of the color cards they have to draw has questions on them
relating to the Pledge of Allegiance. They need to answer the question correctly before
moving to that color on the Candyland board. (The answers will be on a separate piece of
paper) Once the student has said the answer, a different student from the group will look
on the answer sheet and let the student know if their answer is correct.
3. Some of the questions that will be asked on the cards will be the following:
a. Name one thing that changed from the original Pledge of Allegiance
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b.
c.
d.
e.
f.
What year was the Pledge of Allegiance created?
What year did congress adopt the Pledge of Allegiance?
What was the guy’s first name who created the Pledge of Allegiance?
How many times has the Pledge been modified since its composition?
What did the words “The United States of America” replace from the original
Pledge?
g. What did you do with your hand originally when reciting the Pledge of
Allegiance?
h. What do you do with your hand today when reciting the Pledge of Allegiance?
i. According to the Flag Code, What are you supposed to do when reciting the
Pledge of Allegiance?
j. What should people in uniform do while the Pledge of Allegiance is being
recited?
4. When students do not say a correct answer, they should put that card back in the pile for
another student to have to make sure everyone remembers the correct answer.
5. If the students complete the game early they can create questions they have about the
Pledge of Allegiance that they still have. They can do this individually or as a group.
Culmination:
1. When all of the students have finished playing Candyland, ask the students to tell us
about what they have learned. Write the students answers to all of the things they learned
on a poster of the United States flag to be displayed in the classroom.
Assessment:
Informal:
 Check for understanding when reading the book, The Pledge of Allegiance this can be
done while reading and after you are finished reading the book.
 When the students are playing Candyland, walk around and see what they understand and
know about the Pledge of Allegiance.
Formal:
 Ask the students to write down two new things they learned in today’s lesson and one
question that either they have or a question that could be added to Candyland.
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LESSON MODULE
DAY 2
Title: The Meaning of the Pledge
Learning Goals:
Knowledge
 Students will understand the meaning of the Pledge of Allegiance.
 Students will be able to use their background knowledge to form their understanding of
the Pledge of Allegiance.
 Students will gain new knowledge about the importance of the U.S. flag and the Pledge
of Allegiance.
Skills
 Students will be creating a poster answering questions that create new understanding of
the Pledge of Allegiance by drawing or writing.
 Students will be able to use resources such as the computer to find images, quotes, the
Pledge of Allegiance, etc. to create their poster.
Dispositions
 Students will begin to evaluate multiple perspectives of the meaning of the Pledge of
Allegiance.
 Students will be able develop an ability to think critically about the past and create their
own understanding of the Pledge of Allegiance.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Culture: Social studies programs should include experiences that provide for the study of
culture and cultural diversity.
Time, Continuity, & Change: Social studies programs should include experiences that provide
for the study of the past and its legacy.
Power, Authority, & Governance: Social studies programs should include experiences that
provide for the study of how people create, interact with, and change structures of power,
authority, and governance.
Civic Ideals & Practices: Social studies programs should include experiences that provide for
the study of the ideals, principles, and practices of a democratic republic.
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Materials Needed:
● I Pledge Allegiance by June Swanson
● Flag Visual
● Rebus Cards
● Posters
● Markers
● Gifted and Talented Activity:
● Computer
● Venn Diagram
Lesson Procedures:
Introduction:
1. Explain to students that one of the most important American patriotic symbols is the flag
of our country. Like we learned in the previous lesson, The Pledge of Allegiance
expresses our feelings for the flag, so it is important that we understand what the words in
the pledge mean. Present background information about the Pledge of Allegiance by
reading the book I Pledge Allegiance by June Swanson to the class. This book will
refresh the student’s memory on what we learned in the previous lesson. Before reading,
ask the students what they already know about the Pledge of Allegiance that we learned
in the previous lesson. While reading, ask students questions to check of understanding
and for any questions students may have. After reading, ask the students what they have
learned after reading the book.
2. When asking students what they have learned, have a large visual of a flag. When
students tell the class what they learned from the book, write down the students’
responses on the flag visual. Students will add what they have learned at the end of the
lesson. Hang this flag up as a visual for students to see in the classroom.
Development:
1. Divide students into groups of 3-4 students. Give each group an envelope containing a set
of the Pledge of Allegiance Rebus Cards. Tell students to create the Pledge of Allegiance
by arranging the picture cards in the correct order. Check for accuracy.
http://www.texaslre.org/downloads/082003_lp_k-2.pdf (Find Rebus Cards Here)
2. When the students are completed with the short Rebus Cards activity in their groups,
have them discuss responses to the following questions at their tables of four students:
a. Write the Pledge of Allegiance in your own words. What are you promising to do
when you say the Pledge of Allegiance?
b. What kind of feeling do you get when you look at the flag and say the Pledge of
Allegiance?
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c. Why do you think the flag, Pledge of Allegiance, and/or the National Anthem
make people feel a certain way?
3. In their groups, they will be given a poster to write on. They will be given the options to
draw to explain their response from the questions above, but they can write out sentences
if they do not want to draw their response. This allows choice in their activity. Students
will be able to use a computer to look up images, quotes, the Pledge of Allegiance, etc. to
print off and use on their poster. (Use of the Library of Congress images provided
(Number 2, 10, & 13) Students will use other researched materials to add to their poster.
4. If students complete their discussion early (gifted and talented students group), they can
compare and contrast the United States Pledge of Allegiance to the Texas Pledge of
Allegiance using a Venn Diagram or chart. They may use the computer or any other
resources to research the Texas Pledge of Allegiance. If they do not finish this before
other students are completed with their discussion, they can work on it when they have
down time the rest of the day.
Culmination:
1. When all students are completed with their poster of their responses, the group will
present their information to the whole class. They will explain their reasoning’s for each
question.
2. Ask the students what they have learned and what they can take away from learning
about the meaning of the Pledge of Allegiance. Remind students to be respectful of other
students’ ideas and new knowledge. Expect multiple answers from students. Students will
write what they have learned on the flag visual introduced at the beginning of the lesson
after the discussion.
Assessment:
Informal:
 During the students’ small group activities, walk around and make sure they are
understanding the importance of the Pledge of Allegiance, on-task, and cooperating well
as a group.
Formal:
 When students present their materials, assess them on their understanding and thoughts of
the Pledge of Allegiance.
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LESSON MODULE
DAY 3
Title: The United States Flag: A US Symbol
Learning Goals:
Knowledge:
● Students will be able to tell what a symbol is and give examples of a symbol.
● Students will understand the importance and meaning of the United States Flag
Skills:
● Students will create their own symbol that represents them.
● Student will have an opportunity to communicate about what is important to them.
Dispositions:
● Students will develop an awareness of the importance of the United States Flag.
● Students will engage themselves in cooperative learning as they share and learn from
each other.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Culture: Social studies programs should include experiences that provide for the study of
culture and cultural diversity.
Time, Continuity, & Change: Social studies programs should include experiences that provide
for the study of the past and its legacy.
Power, Authority, & Governance: Social studies programs should include experiences that
provide for the study of how people create, interact with, and change structures of power,
authority, and governance.
Civic Ideals & Practices: Social studies programs should include experiences that provide for
the study of the ideals, principles, and practices of a democratic republic.
Materials Needed:
● The United States Flag
● Smart board or marker board
● The American Flag: Symbols of America
● Dictionary (optional)
Materials for their symbols: (have a variety of materials)
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●
●
●
●
●
●
Variety of paper- construction, tissue and different colors
Magazines, newspapers
Stickers, glitter, puff balls, pipe cleaners, ribbon
Glue, tape
Scissors
Pencils, markers, crayons, colored pencils
Lesson Procedures: (italicized words are things that the teacher can say)
Introduction:
1. Have the students come to the carpet and say Yesterday we talked about how the
Pledge of Allegiance expresses our feelings for the flag and that the flag is an important
symbol of our country.
2. Ask where have you seen the flag (school, sporting event, post office, park, White
House etc). Allow for some of their answers. Show images 7, 8 and 9 (in the appendix)
and talk about how many times they see the flag on a pole (show image 9). Sometimes
you might see flags at the beginning of a parade (like in image 8). Or you might have
seen the flag on someone who is in the military (show image 7). The flag is an important
symbol of our country and that is why you see it many places.
3. What are the colors of our flag? Does anyone know what the colors mean? Have
the students make predictions and write them down on the board.
4. Read the book The American Flag: Symbols of America by Rob Olliges.
Highlight the pages that talk about the meaning of the colors and the stars and stripes.
5. Turn to the page in the book where it talks about the meaning of the colors. Talk
about how white means purity, red means bravery, and blue means persistence and justice.
Write the words on the board. Ask: Does anybody know what those words mean? Allow
for student answers.
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board.
o
o
o
Use the dictionary or internet to look of the definition and write them on the
purity- innocence, clean
red- bravery, strong
blue- persistence, justice, don’t give up
Development:
1. Have students go back to their seats. The United States flag is a symbol of our
country. What does symbol mean? Something that stands for or represents something
else. What other symbols do you know? (Can be US related, symbols in the classroom,
sports symbols etc.)
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2. Have students close their eyes and think about something that is important to
them or something that represents them. Have students open their eyes and turn to a
partner (person in their desk groups) and talk for 30 seconds about what they are thinking
about doing for their symbol. Have a few students share their ideas to the class. Have students
make a symbol that represents them, like the flag represents the United States and
freedom.
3. Provide students with a variety of different materials to make their symbols
(materials listed above).Note- Don’t restrict students to just making a flag shaped symbol.
Allow them to be creative and explore different materials.’
4. Have students write a few sentences explaining their symbols and the meaning
(colors, shapes etc.).
Culmination:
1. Tell students to create a short (15 seconds) presentation about their symbol. Tell them to
explain why they picked that symbol, the meaning, and why it represents them. They can
use their sentences that they wrote and read them to the class if they would like. Create an
“author’s chair” like environment for the students to present to the class.
2. Reiterate that all of these projects are symbols of each other, just like the flag is a symbol
for the United States.
Assessment:
Informal:
 Check for understanding when you are reading the book and asking questions after
reading.
 Circulate during work time to see what the students are planning or doing with their
symbols.
Formal:
 Evaluate student’s sentences that they wrote about their symbols. Do the sentences
describe their symbol?
 Evaluate student’s presentation. Are they able to communicate why the symbol is
important to them and why it represents them?
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LESSON MODULE
DAY 4
Title: Related National Symbols
Learning Goals:
Knowledge
● Students will be able to list national symbols of the United States
● Students will be able to explain the significance of national symbols of the United States
Skills
● Students will use research skills to collect information about their assigned symbol
● Students will create a written and visual presentations about their assigned symbols
Dispositions
● Students will gain an awareness of the national symbols that represent the United States
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Culture: Social studies programs should include experiences that provide for the study of
culture and cultural diversity.
Time, Continuity, & Change: Social studies programs should include experiences that provide
for the study of the past and its legacy.
Power, Authority, & Governance: Social studies programs should include experiences that
provide for the study of how people create, interact with, and change structures of power,
authority, and governance.
Civic Ideals & Practices: Social studies programs should include experiences that provide for
the study of the ideals, principles, and practices of a democratic republic.
Materials Needed:
● US Symbols
● Smart board or marker board
● Computer/library access
● Printer access
● Paper and pencils
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Lesson Procedures:
Introduction:
1. Begin with a review of the previous day’s lesson. That lesson was all about the American
flag and how it is a symbol of the United States. Explain that there are many other
symbols that represent the United States. Ask students if they can think of any.
2. Read the book, US Symbols, by Ann-Marie Kishel. This book lists national symbols such
as the bald eagle, the liberty bell, and the national anthem as representations of our
country.
3. Create a list of the symbols included in the book as well as others that may be appropriate
to study. Possibilities include: The bald eagle, the Liberty Bell, the National Anthem, the
Statue of Liberty, the White House, the Great Seal, the Lincoln Memorial, and the
Washington Monument. Explain that the Pledge of Allegiance and the American flag are
also symbols, but the class has already spent time learning about them.
4. Explain to students that they will be doing research on the national symbols listed above.
Development:
1. Divide the students into pairs. Give the students the following questions to answer in
their research:
a. What is the symbol?
b. When was it made/When did it become a symbol?
c. Why is it important?
d. Where can it be found today?
e. What is something that others might find interesting?
2. Additionally, ask students to find or create a visual representation of their symbols.
3. Randomly select pairs to reserve which symbol they would like to research. When a
symbol has been chosen, cross it out from the list.
4. Take students to a school media center, or utilize a classroom library and a traveling
computer lab to assist in student research. While students develop their projects, monitor
progress and be available for assistance with technology, literature, and other questions.
Students should use the library of congress website to conduct their research, and my
supplement this information with nonfiction books.
5. Students may write or type their findings, making sure to include their names somewhere
on the paper.
6. When students have completed their written assignment, they will find or create visual
representations of their symbols. Students may use the library of congress website for this
task. If desired, students may choose to draw or create 3-dimensional models of their
symbols instead, based on images they find.
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Culmination:
1. When students have completed their written and visual assignments, they will be asked to
share present their work with the class. Students can display their picture using the smart
board, and read at least three of the questions they answered.
2. After presenting, student projects will be displayed on a wall or bulletin board for further
review.
Assessment:
Informal:
 Questioning will be used throughout the work time and presentations to check for student
understanding
Formal:
 Have students fill out a self-evaluation for their team. Students should reflect on their
level of productivity, their teamwork, and the quality of their finished product.
 Assess students based on their self-evaluations and the quality at which they met the
requirements for the writing and visual assignments. Look for all of the required
questions to be answered fully and the visual to be present.
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APPENDIX I:
IMAGES AND GRAPHIC MATERIALS
FROM THE LIBRARY OF CONGRESS
1. Image
Refugee children saluting the United States Flag in New York during 1943.
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2. Image:
Students from Washington D.C. pledging the United States flag during 1899.
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3. Image:
Image of Francis Bellamy. Francis Bellamy wrote the first Pledge of Allegiance which was
published in 1892.
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4. Image:
Image of the written Pledge of Allegiance by Francis Bellamy
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5. Image:
First grade students reciting in 1955.
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6. Image:
Picture of women working at a flag shop sewing the United States flag in 1917.
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7. Image:
Image taken by Joe Rosenthal. This photograph is of soldiers raising the United States flag at
Iwo Jima on February 23, 1945.
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8. Image:
Image of the United States military walking in a parade in New York City in 1917.
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9. Image:
Flag raised on a battleship deck during World War II.
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10. Manuscript:
Photograph of Francis Scott Key’s manuscript of what became known as the National Anthem of
the United States. It was declared the National Anthem in 1931.
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11. Image:
Image of a bald eagle, an important United States Symbol.
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12: Image:
The Liberty Bell in Independence Hall in Philadelphia, PA.
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13: Image:
Mrs. Claire Cumberbatch, leads group of protesting alleged “segregated” school, leads the
pledge.
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APPENDIX II:
BIBLIOGRAPHY AND WEBLIOGRAPHY OF RESOURCES
FOR TEACHERS AND STUDENTS
Bibliography of Children’s Literature
Bellamy, F., Martin, B., Sampson, M. R., & Raschka, C. (2002). I pledge allegiance: the
Pledge of Allegiance . Cambridge, MA: Candlewick Press.
Jango-Cohen, J. (2004). The american flag. Minneapolis, MN: Lerner Publications
Company.
Kozleski, L. (2003). The pledge of allegiance. Philadelphia: Mason Crest.
Martin, B. (2002). I pledge allegiance. Cambridge, MA: Candlewick Press.
Nobleman, M. (2003). The pledge of allegiance. Mankato, MI: Capstone Press.
Olliges, R. (2007). The american flag: Symbols of america. Bethany, MO: Fitzgerald
Swanson, J. (1990). I pledge allegiance. Carolrhoda Books: Minneapolis, MN.
Quiri, P. R. (1998). The bald eagle. New York: Children's Press.
Sonneborn, L. (2004). The pledge allegiance: the story behind our patriotic promise.
Philadelphia: Chelsea Clubhouse.
Thomson, S., L. (2003) Stars and stripes: The story of the american flag. New York, NY:
HarperCollins Publishers.
Webliography of Supporting Online Resources for Students
Flags and Other Symbols- Texas Almanac.
This is an almanac that contains the Texas pledge and other flags that students can view
and use in their research.
Retrieved from: http://www.texasalmanac.com/topics/flags-symbols.
Pledge of Allegiance to the State Flag- Texas State Library and Archives
Commision. (2012). (2012).
This is a website that contains the Texas Pledge and information for students to use in
their research.
Retrieved from: https://www.tsl.state.tx.us/ref/abouttx/flagpledge.html.
The Pledge of Allegiance by LaFontaine, D. - YouTube (2007)
This video is the pledge of allegiance.
Retrieved from: http://www.youtube.com/watch?v=52dfJnLkEd4.
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What Does the Pledge of Allegiance Mean? - Homeschool Pool: Government. (2012).
This website contains the history of the Pledge of Allegiance.
Retrieved from:http://homeschoolpool.info/home_school_curriculum/home-schoolgovernment/what-does-the-pledge-of-allegiance-mean/
Webliography of Supporting Online Resources for Teachers
I Pledge Allegiance by Aldridge, K. - News, Events, and lesson Plans
This is a lesson plan that can be used to learn the meaning of the pledge.
Retrieved from: http://www.texaslre.org/downloads/082003_lp_k-2.pdf
Pledge of Allegiance (2013, Sept 30).
This website contains the meaning, origin, and controversies about the flag and the
pledge of allegiance.
Retrieved from: http://en.wikipedia.org/wiki/Pledge_of_Allegiance
Stars and Stripes Forever: Flag Facts for Flag Day- National Endowment for the
Humanities (2010)
This website contains lesson plan ideas for teachers to use.
Retrieved from: http://edsitement.neh.gov/lesson-plan/stars-and-stripes-forever-flagfacts-flag-day#sect-activities
The American Flag- Teachnology. (2012)
This website contains a lesson plan about the flag.
Retrieved from:
http://www.teachnology.com/teachers/lesson_plans/history/americanflagk2.html
The Pledge of Allegiance by Buss, M.
This website contains the meaning and the origin of the Pledge of Allegiance.
Retrieved from http://www.legion.org/flag/pledge
The Pledge of Allegiance: What is the History of our Pledge? by Rosen, C.
This website contains information about the meaning and the origin of the pledge.
Retrieved from http://www.legalzoom.com/us-law/supreme-court/pledge-allegiance-what